Literaturnachweis - Detailanzeige
| Autor/in | Fujii, Donald S. |
|---|---|
| Institution | Purdue Univ., Lafayette, IN. |
| Titel | A Dyadic Interactive Approach to the Study of Leader Behavior. Technical Report 506. |
| Quelle | (1975), (146 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Education; Adults; Group Dynamics; Groups; Job Performance; Job Satisfaction; Leaders; Leadership; Leadership Effectiveness; Leadership Qualities; Leadership Styles; Supervisory Methods; Work Environment |
| Abstract | The interactive effects of leader characteristics, follower characteristics, and the task situation on leader behavior were assessed. Focuses of the investigation were the degree of leader-follower compatibility, Vertical Dyad Linkage (VDL) versus the Average Leadership Style analysis of leader behavior, and the general problem of assessing leader behavior on the basis of subordinate description. Eighty male college students were assigned roles as supervisors and workers in a bogus company and performed experimental tasks. Subjects were divided into 15 work groups in which low-moderate-high leader-follower compatibility was attained. Measures of leader behavior, follower performance, job satisfaction, and attitude similarity were obtained. Increased performance was related to increases in the degree of compatibility between the followers and leaders only when subjective estimates of performance from the leader were used. Data strongly supported the hypothesis that leader-follower compatibility is related to follower satisfaction with the work environment. Moderate statistical support was shown for the superiority of the VDL approach to understanding leader behavior effects on member responses. Individual members of the group generally did not provide valid ratings of the leader's behavior toward individual subordinates. (Appendixes, amounting to over one-half of the report, contain study materials and data.) (Author/YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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